Community Governance - Human Ecology...legal frames, offices, and democratic life of local...

1 | C o m m u n i t y G o v e r n a n c e , C R D 1 5 8

Community Governance CRD 158, CRN: 27835 – Winter 2017

Place: Art 204, Time: Monday/Wednesday 10:00 – 11:50AM

Instructor: Dr. Catherine Brinkley, [email protected]

Office Hours: sign up outside office (Rm 2333, Hart Hall)

Teaching Assistants: Email TAs with any questions and to make appointments

Natalia Pinzon [email protected] and Summer Hunt [email protected]

Course Description: This course relies on active learning and community engagement.

Students are introduced to the institutions, community organizations and

political processes involved in shaping local governance, economic

development, policy, and political change. The course includes field

research on political processes and policy issues along with training in

op-ed writing.

Course Objectives: There are five distinct yet intertwined objectives in this course:

(1) The purpose of this course is to acquaint students with evidence-

based theory and best practices of community governance, with special

attention to the Californian context. Students will understand the scope,

powers, limitations, procedures, mandates, conflicts, constitutional and

legal frames, offices, and democratic life of local government. The

course employs history and case studies of special interests in energy

infrastructure, food policy and climate change to highlight the role of

community governance.

(2) Through weekly discussions, guest lectures and fieldtrips, students

will stay apprised of current events and relate them back to course

readings for a real-time understanding of community governance.

mailto:[email protected]




(3) The course is expected to make students more informed citizens and

offer a primer for those interested in careers within and alongside

government agencies. Students are encouraged to become involved in

community governance outside the classroom, and course assignments

(an op-ed and audio-visual project) are designed to be used beyond the

classroom experience.

(4) Students will explore tools for planned change at the local level.

(5) Students will interface with local government practitioners and

political activists for network building and career development.

Required Texts:

Rarick, Ethan. 2013. Governing California. Politics, government, and

public policy in the golden state. Institute of Governmental Studies

Press. ISBN-13: 978-0877724438

Mathews, Joe and Mark Paul. 2010. California crackup. How reform

broke the Golden State and how we can fix it, Berkeley: University of

California Press. ISBN: 0520947088

Journal article and report readings are posted on Canvas organized by

week.

Recommended

Readings

Van Vechten, R.B., 2014. California politics: a primer. CQ Press.

ISBN-13: 978-1483340135

James, A. and Morone, K., 2014. By the People: Debating American

Government. Oxford University Press.

The Davis Enterprise: http://www.davisenterprise.com/local-news/

The Vanguard: http://www.davisvanguard.org/

Course Expectations professionalism.

responsible for completing reading assignments prior

to class and should keep notes on course readings and lectures. Assigned

readings, collateral readings, and current events will be the subject of

class commentary and discussions.

ssential part of class.

-informed class

that comes on time, is prepared (has finished the readings/posted

questions) to intensely interact with the speakers and pose questions.

gage with the City of Davis government

agencies and community groups. Use this interface time to assess your

http://www.davisenterprise.com/local-news/

http://www.davisvanguard.org/


own interest in local governance work, meet future collaborators,

showcase your expertise, and have fun!

You begin this course with an “A.” You will need to work to keep that grade.

Plan ahead if you are determined to earn a particular grade. An “A” student will complete weekly

assignments in a timely and thoughtful manner with clear, grammatically correct writing. An “A” student

is respectful of fellow students and guest speakers, and always has a thoughtful question to add to the

discussion. An “A” student completes all the required readings and refers to the readings in class

discussion and assignments to demonstrate knowledge acquisition. An “A” student will start the research

paper assignment four weeks before its due date, and have a friend proof the paper for content and style

before submission for grading.

Grade-focused conversations are welcome when they are proactive (still enough time in the course to

impact a grade), realistic (the math adds up), and framed around concrete goals for the course. You may

contest a grade by putting in writing where you think I have erroneously interpreted the Grading Rubric,

posted on Canvas. Beware: re-grading might also lead to a lowering of the grade.

Be familiar with the Student Code of Academic Conduct: http://sja.ucdavis.edu/cac.html. Please ask the

TAs if you have any questions. Remember the instructor is obliged to refer you to Student Judicial Affairs

in all cases of violation or suspected violation.


Sign up for Canvas. You should have received an invitation from the TAs. The system is highly

catered to getting you help fast and efficiently from classmates, the TAs, and myself. Rather than

emailing questions to the teaching staff, I encourage you to post your questions in the discussion

section to rapidly crowdsource a response.

Assignments:

In addition to the weekly reading assignments, this course is planned with three main

deliverables that build upon each other. These assignments are designed to showcase your

intelligence, demonstrate an arc of knowledge acquisition, and connect your work to the world

outside the classroom.

1. Introductory letter (2.5% of total grade), comment to peers (2.5%)

2. Bi-Weekly discussion of course readings and local politics (10%).

3. Audio-visual assignment (10%), comment to peers (5%)

4. Report on local government meeting (10%)

5. Case study concept map (10%), write-up (15%)

6. Op-ed peer-feedback (10%), final (10%)

7. Participatory Activities in and out of class (15%)

1. Introduction Letter, due January 16th

The goal of this assignment is for us to get to know one another and shape the focus areas of the

course. Please write a few paragraphs detailing your interest in this course, your experiences that

have shaped this interest, and what you hope to gain from this course. Please include a brief story

of a time you affected change. This assignment is excellent practice for formatting a professional

cover letter. We will use these letters of introduction to benchmark our progress at the end of the

course.

Please welcome your peers and comment on 5 of their introductory letters

by January 18th. Post your letter to the ‘Discussions’ section of Canvas.

2. Bi-Weekly Discussion: Weeks 1, 3, 5, 7, and 9

The goal of this assignment is for the class as a whole to get to know each individual and their

views, stay apprised of current events in relation to course readings, and more meaningfully

connect course content with the world outside the classroom. By referencing your weekly

reading, this assignment allows me to assess course material comprehension.

Using the discussion tool on Canvas, post a weekly local politics current event in the context of

the course readings, and reflect on postings of at least two of your classmates. Active learning

hinges on continued participation in synthesizing the material, reading, reflecting and

responding. If a current event is already posted, post a different current event or that same event

from a different news source to highlight different viewpoints. First post claims the content!


Students may wish to form groups or “coffee clutches” outside the classroom to

discuss course readings and current events. Discussion postings from coffee

clutch groups will need to reference each group member in the heading.

Individual group members are released from commenting online.

3. Audio-visual assignment, due January 30th

Using an audio-visual format (example: video. mp4 format, youtube, storify) please create a

short (5-10 minute) film or presentation that documents a local governance issue. Examples of

projects could include interviews with local officials about affordable housing, a visual

comparison of two development projects, a song about a social issue, or a virtual tour of the

Davis greenbelt and its impact on surrounding farmland.

You may complete this assignment in groups of 2-6 or as individuals. If you have

worked in a group, please credit each member with their contribution at the end of

the production.

After you have submitted your productions for comment, they will be posted in Canvas. Please

review the work of each of your colleagues and provide constructive criticism, comments, and

encouragement by February 6th on four on the audio-visual projects. These films may form the

entry point for your subsequent op-ed.

The goal of this assignment is for you to better get to know your colleagues through group work

while potentially planting the building block for later course assignments should you chose to

build off of this assignment. The assignment is designed to showcase your powers of perception,

public speaking, and creativity. In the past, students have developed this assignment into a self-

guided walking tour and campaign material for healthier vending machines. Constructive critique

will help make the work of your colleagues stronger.

4. Report on a local government meeting, due February 15th

Attend a local government meeting and take notes on the citizen groups participating, the

interactions of the local officials and how you feel the topic of discussion progressed toward a

policy outcome. Submit a half page report. You may wish to incorporate this material in your

audio-visual assignment, op-ed, or policy paper. Reports will be made available to your

classmates so that they can also learn from your experience in informing their own.

Questions to consider:

Why did I pick this activity?

Who were the key players in this activity and what are their motives,

backgrounds, etc.?

In what ways was power manifested?

How did I feel while engaged in the activity?

How do I feel about it now that it is over?

Did anything surprise me?

Has this changed any of my views about politics?

Would I want to do this again? Why or why not?

Did anything productive come of my participation?

What did I learn?


5. Case Study on Community Governance, due Feb 20th

The goal of this assignment is to succinctly summarize the response to a local policy. The case

study is designed to acquaint you with using primary literature and/or a primary data sources

while also showcasing your knowledge of community governance theory and practice.

You will create a concept map (in powerpoint, Mindomo or by hand) of the pathway taken

during a proposed grocery store intervention. Please pay attention to the scales of governance:

federal, state, regional, county, city, neighborhood, and individual. Pay attention to specific

branches of the government (executive, legislative, judicial), non-profits, private foundations,

individuals and community groups who have worked toward actualizing the policy.

Relationships between these scales and divisions of power can be represented by financial

exchanges and other influences on the system.

Verify if your case is located in a food desert by visiting the USDA Food Atlas:

https://www.ers.usda.gov/data-products/food-environment-atlas/

Verify the coordinates of your store in google map

Find two extra sources of information online to triangulate your data and build your

concept map

Create a 3-5 page case write up explaining your concept map and the influences of the

community, non-profits, governments and for-profit businesses in creating the grocery store

intervention. Please draw from at least two course readings as you make sense of your case study

and why this particular policy intervention succeeded or failed.

6. Op-ed, Due March 1st

This paper may build off of the findings from your audio-visual project, government report, in-

class concept maps and ideas from your case study. The assignment will showcase your written

and analytical skills, and could be useful for the job market or in furthering an issue in your

community. The op-ed should draw from the material covered in class and be directed at

community members and local policy-makers. The op-ed should be no more than 800-1200

words and contain:

a clear lede, an attention-grabbing first sentence to make the reader want to read more

a hook, a relevant current event to give your writing urgency

three supporting pieces of evidence, which will support your main argument

a strong concluding suggestion, leaving the reader with a clear sense of purpose

Peer Review, Due March 8th

The purpose of the peer review is to provide targeted feedback to the writer about what is

working in the paper and what is not. Please provide constructive criticism for four peers using

the online rubric.

I. Please read the op-ed through the first time without making any markings on it in order to

familiarize yourself with the paper.

https://www.ers.usda.gov/data-products/food-environment-atlas/


II. During the second reading, please do the following

a. Identify the main argument of the op-ed

b. Identify the three supporting pieces of evidence the author provides

c. Identify the concluding ‘ask’ or ‘call to arms’ that the author gives the readers

III. Once you have done this, read the paper for the third and final time and respond briefly to

the following questions

a. Does the first paragraph present the writer’s argument and chart a clear, logical

roadmap toward the conclusion? If not, which piece is missing, unclear,

understated, and so forth?

b. Does each paragraph add to the argument? Does the argument progress clearly

from one paragraph to the next (is the sequencing logical)? If not, where does the

structure break down?

c. Does each sentence in the paragraph speak to the lead sentence? If not, where

could the writer use more/stronger supporting evidence?

d. What is the best part of the paper?

e. What areas of the paper could use improvement (eg. the argument, organization,

sentence structure, supporting evidence or word choice)? Be specific so that the

writer knows where to focus energy in the revision.

Revise your op-ed based on peer review, Due March 20th

7. Extra Credit: Community Governance Concept Map (up to 10% of final grade)

Building from the class assignment on your first week, create a concept map in Mindomo of the

pathway to realizing your chosen policy. Pay attention to specific branches of the government,

non-profits, private foundations, individuals and community groups who have worked toward

actualizing the policy. You can add to the map as you complete your required readings, filing the

names of organizations and governance units under the following subheadings: Federal,

Regional, State, County, City, Legislative, Judicial, Executive, Industry (eg. Consulting firms),

Non-profit and Community. The map should include links to each agency, a description of how

the agency influenced the policy, and how citizens can contact the agency to give their input (ie.

Twitter handles, op-eds, link to a suggestion form). You can add connections between local

governance structures with justifications (does one organization oversee the budget of another?).

Grading for this extra credit assignment will be based on the quality and frequency of additions

to the concept map. Should you have any questions or would like to consider new categories,

contact the TAs, Summer Hunt [email protected] or Natalia Pinzon [email protected].




Week 1 (Jan 9): How do we make change? In

-Cla

ss Question: how is policy made? (concept map)

Syllabus overview

Knowledge Baseline Assessment (1% of grade, 1 participation point)

Ass

ign

men

t Post introductory letter, due Jan 16

Week 1.2 (Jan 11): Who writes history?

Rea

din

g

Mathews, J. and Paul, M., 2010. California Crackup: How Reform Broke the

Golden State and How We Can Fix It. University of California Press. Chapter 1-3

Rarick, Ethan. 2013. Governing California. Politics, government, and public

policy in the golden state. Institute of Governmental Studies Press. Chapter 1,

Chapter 2: conclusion, Chapter 3: figures

Recommended:

o Scheiber, H. N. (1989). Race, Radicalism, and Reform: Historical

Perspective on the 1879 California Constitution. Hastings Const. LQ, 17,

35.

Question: who writes history?

Lecture: Layer Cake of the Californian Context

Activity: eat cake

Lecture: theory, history and meta-theory of California governance

Ass

ign

men

t Online discussion contribution, due Jan 13

If you haven’t already, post introductory letter, due Jan 16

Think of what topic you will cover with your Audio-Visual Assignment

Schedule a Public Meeting


Week 2 (Jan 16): Nested governance R

ead

ing


Golden State and How We Can Fix It. University of California Press. Chapter 7-8


policy in the golden state. Institute of Governmental Studies Press. Chapters 9,

10, 12 and 13

o Recommended:

Nunn, S. and Schoedel, C., 1997. Special districts, city

governments, and infrastructure spending in 105 US metropolitan

areas. Journal of Urban Affairs, 19(1), pp.59-72.

Bauroth, N.G., 2010. The Strange Case of the Disappearing

Special Districts: Toward a Theory of Dissolution. The American

Review of Public Administration, 40(5), pp.568-592.

Scutelnicu, G. and Ganapati, S., 2012. Community Development

Districts: An Innovative Institutional Framework for Financing and

Managing Infrastructure in Florida?. Economic Development

Quarterly.

In-C

lass

MicroLecture: What is Federalism?

Group Activity: Build a concept map of federal, state, regional, county, city and special

district levels of government (1%)

Ass

ign

men

t Comments on Introductions (5), due January 18

Online Discussion response, due January 20

Think of what topic you will cover with your Audio-Visual Assignment

Schedule a Public Meeting

Week 2.2 (Jan 18): All politics is local, visit to City Hall

Rea

din

g

Gumprecht, B., 2010. The American college town. University of Massachusetts

Press. Chapter 5, “All things right and relevant” (108-145).

Pay special attention to the personal narratives policy changers, the ebb

and flow of University positions interchanging with public service

positions and the origins of these change movements


policy in the golden state. Institute of Governmental Studies Press. Chapter 13

In-C

lass

MicroLecture: All Politics is Local

City of Davis City Hall Tour with introduction to City Managers and venues for course

material

Fill out the community governance matrix by noting the actions of various

community governance actors (government, industry, non-profit, community,

individual) across scales (1%)

Note the role of staffers and community in forming policy


Ass

ign

men

t Comments on Introductions (5), due today

Eg. Hunt: #CommunityGoverance: Upload geocoded (check your settings!)

image on Twitter, Vine, or Instagram with #CommunityGoverance. Give a short

description of why this image embodies community governance. Email TAs with

your twitter handle for credit. (1%), due January 23

Week 3 (Jan 23): Non-Governdustry: the role of non-profits, government and industry in

community governance

Rea

din

g Bowles, S. and Gintis, H., 2002. Social capital and community governance*.The

Economic Journal, 112(483), pp.F419-F436.

Gates, C., 1999. Community governance. Futures, 31(5), pp.519-525.

In-C

lass

Lecture: Three Pieces of Pie?

Exercise: The Market Fails, the Government Fails, but Things Still Work

Micro-Lecture: Food Deserts

Game: Role play

Ass

ign

men

t

Participatory Group Activity Data Gathering: Pick one of the locations where a grocery

store has been founded in a food desert. Fill out the course googledoc with the

coordinates of the new grocery store (gathered from googlemap), and the role that

Industry, Government, Non-Profit and Community played in sponsoring the grocery store

intervention in a food desert. Gather two extra news sources to triangulate your

information and cite each source and add them to the googledoc. The goal of this

assignment is to introduce you to research methods and case study contexts. Findings will

be assembled as a class. Due February, 3, write-up due February 20

Week 3.2 (Jan 25): The role of industry in community governance, visit Chamber of

Commerce

Rea

din

g Smith, W. K., Gonin, M., & Besharov, M. L. (2013). Managing social-business tensions:

A review and research agenda for social enterprise. Business Ethics Quarterly, 23(03),

407-442.

In-C

lass

Chamber of Commerce Tour with CEO, Christina Blackman

Review tweets spatially #communitygovernance

Fill out the community governance matrix by noting the actions of various

community governance actors (government, industry, non-profit, community,

individual) across scales (1 point)


Ass

ign

men

t Online discussion contribution, due Jan 27

Week 4 (Jan 30): The role of non-profits in community governance

Rea

din

g

Rostron, K. I. (2015). Defining the Social Enterprise: A Tangled Web. International

journal of management and applied research, 2(2), 85-99.

Recommended:

o Kerlin, J. A. (2006). Social enterprise in the United States and Europe:

Understanding and learning from the differences. Voluntas: International

Journal of Voluntary and Nonprofit Organizations, 17(3), 246-262.

In-C

lass

Microlecture: The Third Sector

Ass

ign

men

t Audio-Visual Project due today

Online Discussion response, due February 3

Week 4.2 (Feb 1): Getting your timing right

Rea

din

g

Rarick, Ethan. 2013. Governing California. Politics, government, and public policy in the

golden state. Institute of Governmental Studies Press. Chapters 3-7, 11

Recommended Reading:

o Gray, V. and Lowery, D., 2000. Where do policy ideas come from? A

study of Minnesota legislators and staffers. Journal of Public

Administration Research and Theory, 10(3), pp.573-598.

o Jackson-Elmoore, C., 2005. Informing state policymakers: Opportunities

for social workers. Social work, 50(3), pp.251-261.

In-C

lass

Lecture: The Geography of Party Politics and Policy Timing

Group Activity: Read policy briefs and op-eds

Game: Pin-the-Policy


Ass

ign

men

t Online Discussion response, due February 3

Audio-visual comments to peers due February 6

Week 5 (Feb 6): Right to Vote

Rea

din

g Mindy Romero’s Tedx Talk on Youth and Voting: https://youtu.be/T2jwSUhu7ok

See Canvas for Dr. Romero’s most recent op-eds on voting, voters, and the

election.

In-C

lass

Guest Lecture: Mindy Romero, founder and director of the California Civic

Engagement Project (CCEP) at the UC Davis Center for Regional Change

Ass

ign

men

t Comment on Audio-Visual Projects due today

Eg. Hunt: #CommunityGovernance: Upload geocoded (check your settings!)

image on Twitter, Vine, or Instagram with #CommunityGoverance with

description of the issue you will tackle in this course (1%), due Feb 13

Week 5.2 (Feb 8): People’s power

Rea

din

g


Golden State and How We Can Fix It. University of California Press. Chapter 4,

8-9


policy in the golden state. Institute of Governmental Studies Press. Chapter 5

In-C

lass

Lecture: Direct Democracy

Game: Bad at the Ballot

Mid-Quarter Inquiry

Ass

ign

men

t Online discussion contribution, due Feb 10



description of the issue you will tackle in this course (1%), due Feb 13

https://youtu.be/T2jwSUhu7ok


Week 6 (Feb 13): Follow the Money I: Budget Process, Guest Lecture Michael Coleman,

Fiscal Policy Advisor for the League of California Cities R

ead

ing

Municipal Revenue Sources Handbook 2014 Chapter 1,

plus http://californiacityfinance.com/MuniRev2014Ch1plus.pdf

Guide to Financial Literacy, Governing http://www.governing.com/papers/A-

Public-Official-s-Guide-to-Financial-Literacy.html

Recommended Reading

o www.CaliforniaCityFinance.com

o Cal Facts 2014, Legislative Analyst’s

Office http://www.lao.ca.gov/reports/2014/calfacts/calfacts-2014.pdf

o Guide to Managing Your Jurisdiction’s Financial Health,

Governing http://www.governing.com/papers/A-Guide-to-Managing-

Your-Jurisdiction-s-Financial-Health-1500.html

Ass

ign

men

t Attend Public Meeting and complete report due Feb 15

Online discussion response due Feb 17

Case study due, Feb 20

Week 6.2 (Feb 15): Follow the Money II, Guest Lecture Michael Coleman, Fiscal Policy

Advisor for the League of California Cities

Rea

din

g Mathews, J. and Paul, M., 2010. California Crackup: How Reform Broke the

Golden State and How We Can Fix It. University of California Press. Chapter 5


policy in the golden state. Institute of Governmental Studies Press. Chapter 8, 13

Ass

ign

men

t Public Meeting Report due today

Online discussion response due Feb 17

Case study due, Feb 20

Week 7 (Feb 20): President’s Day

Ass

ign

men

t Case study due today

Online discussion contribution, due Feb 24

http://californiacityfinance.com/MuniRev2014Ch1plus.pdf

http://www.governing.com/papers/A-Public-Official-s-Guide-to-Financial-Literacy.html

http://www.governing.com/papers/A-Public-Official-s-Guide-to-Financial-Literacy.html

http://www.californiacityfinance.com/

http://www.lao.ca.gov/reports/2014/calfacts/calfacts-2014.pdf

http://www.governing.com/papers/A-Guide-to-Managing-Your-Jurisdiction-s-Financial-Health-1500.html

http://www.governing.com/papers/A-Guide-to-Managing-Your-Jurisdiction-s-Financial-Health-1500.html


Week 7.2 (Feb 22): Special Case: Homelessness, Recycling, Affordable Housing and

NIMBYs* R

ead

ing

Please see Canvas for reading

In-C

lass

Question: Who writes history?

Lecture: Write to Change the World

Group Activity: Read op-eds

Game: Develop lede/hook, evidence (x3) and concluding ask for an op-ed

Movie and popcorn!

Group Activity: Community Governance Bingo (1%)

Create a concept map detailing how various scales (federal, state, local) and

divisions (industry, non-profit, government, community) of community

governance influenced the policy outcome in the film (1%)

Ass

ign

men

t Online discussion contribution, due Feb 24

Op-ed due March 1

Week 8 (Feb 27): Who’s Watching?

Rea

din

g


Nahon, K., Hemsley, J., Walker, S. and Hussain, M., 2011. Fifteen minutes of

fame: The power of blogs in the lifecycle of viral political information. Policy &

Internet, 3(1), pp.1-28.

Recommended Reading: Woodly, D., 2008. New competencies in democratic communication? Blogs, agenda

setting and political participation. Public Choice, 134(1-2), pp.109-123.

In-C

lass

Guest Lecture David M. Greenwald, Executive Director, The People's Vanguard of

Davis

In-class activity: students record international, national, state, regional, county, city, and

special district levels of government, non-profit, industry roles in community governance

topic (1%)

Ass

ign

men

t Op-ed due March 1

Online discussion response, due March 3


http://davisvanguard.org/

http://davisvanguard.org/


Week 8.2 (March 1): Connections within governance R

ead

ing


golden state. Institute of Governmental Studies Press. Chapters 14 and 15

In-C

lass

Game: Play 30-5 for working definition of Community Governance (extra credit!)

Group Activity Presentations: Concept map of how policy is formed: Chapters on Water

Policy or Education (1%)

Ass

ign

men

t Op-ed due today


Week 9 (March 6): Special Case: water

Rea

din

g Please see canvas for recommended reading

In-C

lass

Guest speaker: Bryan Barnhart, JD



governance influenced the policy issue (1%)

Ass

ign

men

t Op-ed peer review, due March 8

Online discussion contribution, due March 10

Week 9.2 (March 8): Special Case: Climate Change*

Rea

din

g


golden state. Institute of Governmental Studies Press. Chapter 16

Recommended reading

o UCD Climate Action Plan

o Community Choice Energy Agreements

o City of Davis Sustainability Plan


In-C

lass

Lecture: Energized! Community Choice Energy Agreements

Guest Lecturer: Camille Kirk



governance influenced the policy issue (1%)

Ass

ign

men

t Op-ed peer review due today

Online discussion contribution, due March 10

Week 10 (March 13): Special Case: Community Food

Rea

din

g Please see canvas for recommended reading

In-C

lass

Lecture: Eat Your Heart Out: Community Governance and Food

Present Course Data Findings

Ass

ign

men

t Revised op-ed, due March 20



description of a community governance solution (1%), due March 15


Week 10.2 (March 15): Group Presentations

In-C

lass

Feedback for next year

Knowledge Baseline Assessment revisited (2%)

Community Potluck: themed dishes encouraged!

Ass

ign

men

t Online discussion response, due March 17

Revised op-ed, due March 20

Final op-ed Due, March 20

Community Governance - Human Ecology...legal frames, offices, and democratic life of local...

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